1. Chapter 15 Qualitative Data Collection Gay, Mills, and Airasian
Educational Research
Chapter 15
Qualitative Data Collection
Gay, Mills, and Airasian

2. Topics Discussed Definition and purpose of qualitative data collection
Types of sources of qualitative data
Data collection techniques
Observing
Interviewing
Using questionnaires
Examining records
Threats to the quality of observations and interviews

3. Qualitative Data Collection
Definition and purpose
The process of collecting descriptive, narrative, non-numerical data in order to gain insight into the phenomenon of interest
Data collection is determined by the nature of the problem
The researcher must make informed decisions about what data will contribute to the study and how to best collect it
Commonly known as field work
Objectives 1.1 and 1.3

4. Qualitative Data Collection
Types of Sources
Most common
Observations
Interviews
Others
Questionnaires; documents (e.g., journals, files, minutes, etc.); recordings; drawings, photos, or other artistic endeavors; or conversations (e.g., telephone calls, informal conversations, etc.)
Any source is acceptable as long as collecting it is ethical, feasible, and contributes to the understanding of the phenomenon of interest
Objectives 2.1 and 2.2

5. Observations
Obtaining data by watching participants in their natural setting
Two common types
Participant
Non-participant
Objectives 3.1 and 3.2

6. Observations Participant observation
The researcher is involved in the situation while collecting data
The purpose is to allow the researcher to gain insights and develop relationships that require an active, trusting rapport with participants
Objective 3.2

7. Observations Participant observation (continued)
Four types based on the degree of involvement
Active participant observer
Privileged observer
Active observer
Passive observer
Objective 3.3

8. Observations Participant observation (continued) Three concerns
Loss of researcher’s objectivity
Difficult for the researcher to participate and collect data simultaneously
Participation can be difficult for the researcher and the participants
Objective 3.4

9. Observations Non-participant observation
The researcher observes and records behaviors but does not interact or participate in the setting
Advantages
Less intrusive
Less likely to become emotionally involved
Disadvantages
The researcher might not have the background or expertise to participate
The researcher might not fit into a closely organized group
Objectives 3.2 and 3.5

10. Observations Field notes
Notes taken during an observation to describe all relevant aspects of the situation
Regardless of whether participant or non-participant observation is used, field notes are the “data”
Objective 3.6

11. Observations Field notes (continued) Two types
Written records that contain information about the direct observations
Reflections of the researcher’s reactions to the observation
Typically taken during the observation
Use of protocols
A list of issues to guide the observation
Provides focus
Provides a common framework across field notes
Objectives 3.6 and 3.7

12. Observations Field notes (continued) Guidelines Start slowly
Try to begin with no preconceptions
Write up field notes as soon as possible
List all pertinent information (e.g., date, site, time, topic, participants, etc.)
List key words related to your observation and then outline what was seen and heard
Objective 3.8

13. Observations Field notes (continued) Guidelines
Keep the descriptive and reflective field notes separated
Write down hunches, questions, insights, thoughts, etc., after each observation
Create an electronic file of your field notes
Number the lines or paragraphs in your field notes
See the options in most word processors
Objective 3.8

14. Interviews Definition Purpose
Purposeful interactions between two or more people focused on one person trying to get information from the other person
Purpose
Permits the exploration and probing of participants’ thoughts to get more in-depth information
Objectives 4.1 and 4.2

15. Interviews Two types Formal structured Informal unstructured
A specific set of questions that have been predetermined by the researcher and are formally asked of all participants
Informal unstructured
A casual, informal conversation that allows the researcher to discover where the participants are coming from and what they’ve experienced
Objective 4.3

16. Interviews A major concern with structured interviews
Difficulty resulting in gender and/or cultural differences between the interviewer and the participant
Recommended practices
Pilot the questions before using them
Use questions that vary from convergent to divergent
Convergent – closed responses like “Yes” or “No”
Divergent – open responses allowing for personal elaboration from the participant
Objectives 4.4 and 4.5

17. Interviews Guidelines for conducting an interview
Listen more, talk less
Follow up on what participants say and ask questions when you don’t understand
Avoid leading questions
Don’t interrupt – learn how to wait
Keep participants focused and ask for concrete details
Don’t be judgmental about participants’ views or beliefs
Don’t debate participants over their responses
Objective 4.6

18. Interviews Three choices for collecting data
Taking notes during the interview
Can be cumbersome and disruptive
Writing notes after the interview
Can result in the loss of important information
Objective 4.7

19. Interviews Three choices for collecting data (cont)
Audiotaping or videotaping the interview
The preferred method for collecting data
Can be intrusive and disruptive
Transcribing tapes involves producing a written file of what was said and done
Time consuming
Extremely difficult
Transcripts become the field notes of an interview
Objective 4.7 and 4.8

20. Questionnaires
A written collection of self-report questions to be answered by a selected group of research participants
Permits the researcher to collect large amounts of data in relatively short periods of time
Objectives 5.1 and 5.2

21. Questionnaires Guidelines
Carefully proofread questionnaires before you send them out
Avoid a sloppy, confusing presentation
Avoid lengthy questionnaires
Don’t ask unnecessary questions
Use structured items with a variety of possible responses
Allow for “other comments”
Decide on issues of anonymity and confidentiality
Objective 5.3

22. Examining Records
The examination of records or documents a qualitative researcher might collect
Five major types
Archival documents
Journals
Maps
Videotapes and audiotapes
Artifacts
Objectives 5.4 and 5.5

23. Threats to Quality Three concerns Observer bias
Invalid observation that results when the observer does not observe objectively and accurately
Suggestions to help control observer bias
Record you personal thoughts, feelings, reactions, etc., about the process
Triangulate data – use multiple data collection methods and multiple sources to cross-check information
Objective 5.6

24. Threats to Quality Three concerns (continued) Observer effect
The impact of the observer participating in the setting
Suggestions to help control observer effects
Try to be unassuming and non-threatening
Gradually increase participation over time
Objective 5.6

25. Threats to Quality Three concerns (continued) Getting started
The initial days of the study once entry has been gained
Suggestions to minimize concerns
Do not take what happens in the field personally
Set up your first visit so that someone is there to introduce you to the participants
Don’t try to accomplish too much in the first few days
Be relatively passive – ask general, non-controversial questions
Be friendly and polite
Objective 5.7